Evaluación de la formación docente y actitudes hacia la pedagogía feminista

Abstract

The aim of the study was to evaluate the teacher training in gender, coeducation and feminist pedagogy between the teachers of Early Childhood and Primary Education (teachers in educational centers and university teachers) and students. The following variables were evaluated: importance and application of gender in teaching practice, benevolent sexism and sexism related to recent events, training and knowledge about gender, agents that maintain sexism and knowledge about feminist pedagogy. The sample consisted of 309 participants who responded to an online survey. A mixed methodology was used that included the following selfreports: Sexism Detection Scale and School Doing Gender / teacher. Comparisons were made in the variables mentioned according to sex, group and age. In general, women gave greater importance and included a greater practice based on gender, teachers from educational centers applied more gender in their practice and the teaching students indicated the need for more training. Differences were found according to sex and age in recent expressions of sexism but not in classic stereotypes or benevolent sexism. In summary, although progress has been made in gender issues, its implementation in the educational field is necessary.